How We Learn Art

How we Learn Art at Earith Primary School: Intent, Implementation & Impact Intent          

Encourage children to participate in a variety of art experiences.

To explore children’s artistic preferences alongside learning the skills to be able to confidently take part in all forms of art.

To provide a valued space within the curriculum to explore difference through modelling and teaching an appreciation for a range of art including art from different cultures.

Develop well-rounded and successful artists, informed by the National Curriculum, and exposed to planned and differentiated lessons, taught with a clear objective.

To develop skill progression across all key stages, with measurable outcomes, based on formative and summative assessment.

To ensure pupils learn that art is a universal language and recognise it as a highly creative subject.

Art lessons will engage and inspire pupils to develop a love of art and develop their skills and talents as artists, and in turn increase their self-confidence, creativity and sense of achievement.

To develop skill progression across all key stages and an understanding of the passing of time, with measurable outcomes, based on formative and summative assessment.

For all children and young people to think critically, question and challenge sources, opinions and information.

For all children and young people to flourish, be their very best and have fun.

Children and young people will have a knowledge and understanding of:   

A variety of types of art Art from a variety of periods in history A variety of artists, their cultures and traditions

Children and young people will be able to:  

Use a variety of skills Know the background of particular artists

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Analyse and evaluate pieces of art (created by others and by themselves) Create a variety of pieces of art using numerous skills

The curriculum will:  

Ensure continuity and progression across key stages, recognising Art as an enquiry with a focus on skills and deepening knowledge and understanding, supported by robust assessment Encourage enquiry, inference, the ability to use high-order vocabulary, questioning, curiosity and communication

Implementation 

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Using the CQ skills & NC (in the Summer term of the previous year), teachers map out the ‘yearly overviews’ of the skills and knowledge they want children to learn. This then informs teachers Medium Term plans.

Knowledge Organisers are used at the teachers’ discretion so that they do not hamper enthusiasm and kill curiosity, pupils’ spontaneity and love for Art. They are used for aid memoirs, vocabulary, chronology etc.

Children will be clear about what they are learning.

Key vocabulary and facts linked to the art context being taught, will be shared and displayed as appropriate in order to develop children’s understanding of key facts/people/events.

We will endeavour to use a combination of the sources throughout the academic year in order to complement learning and provide an interesting hook/stimulus (paramount to capturing children’s interest).

Where real life imagery, old photographs or impressionist paintings/pictures are available we will use them (no cartoon images to be used, pupils must be exposed to original sources).

The Art Lead will monitor the extent to which hooks/stimuli are effectively used, as described in the above statement.

SEND pupils ability in core subjects should not impede their ability to love and learn from Art (access strategies and provision to be monitored by Art Lead).

End of unit fun quizzes, (linked to the Line of Enquiry) in mixed ability groups are enjoyed by children in an effort to further bolster knowledge retention and love for the subject.

Target Tracker is used to Teacher assess.

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Any Art writing considers purpose for writing, considering the audience and will mirror standards in English writing.

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Impact Purposeful Assessment (rationale for continuing to improve outcomes for our young Artists).

Teachers assess children’s’ knowledge and understanding of Art in order to reach a levelled judgement, informed using the following:     

Observations and discussions during lessons trips/experiences, Quizzes, written or recorded work in Art questioning and feedback

Teachers teacher assess (using the aforementioned approach) and update this information on Target Tracker termly. The Art subject leader may use this data as a vehicle to pursue any of the following and therefore improve outcomes for our young Artists:         

To challenge and support generally Signpost additional resources Deploy CPD (internally and/or externally) Carry out lesson observations/drop-ins Work scrutinies, Monitor curriculum planning Conduct pupil interviews Monitor enrichment experiences / visitors / use of artefacts Monitor provision as described in Implementation section of this document

Most important: Impact to our young Artists (with reference back to our Intent)  

Children will have gained and retained Artistic knowledge as identified from the school’s quiz assessment cycle.

Children’s understanding of chronology (as taught at the start of every unit – see implementation section) will give them an understanding of their place in the world.

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Pupils will demonstrate a curiosity, passion and fascination for Art: They will speak enthusiastically about the subject; they will ask questions and have the desire to find their own answers; they will extend their learning in their own time.